Cyberbullying Across the Globe - Blick ins Buch

Cyberbullying Across the Globe (eBook)

Gender, Family, and Mental Health

Raúl Navarro, Santiago Yubero, Elisa Larrañaga (Herausgeber)

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2015 | 1st ed. 2016
XIV, 281 Seiten
Springer International Publishing (Verlag)
978-3-319-25552-1 (ISBN)

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This book provides a much-needed analysis of the current research in the global epidemic of electronic bullying. Scholars and professionals from the Americas, Europe, and Asia offer data, insights, and solutions, acknowledging both the social psychology and technological contexts underlying cyberbullying phenomena. Contributors address questions that are just beginning to emerge as well as longstanding issues concerning family and gender dynamics, and provide evidence-based prevention and intervention strategies for school and home. The global nature of the book reflects not only the scope and severity of cyberbullying, but also the tenacity of efforts to control and eradicate the problem.

Included in the coverage: 

• Gender issues and cyberbullying in children and adolescents: from gender differences to gender identity measures. 
• Family relationships and cyberbullying.
• Examining the incremental impact of cyberbullying on outcomes over and above traditional bullying in North America.
• A review of cyberbullying and education issues in Latin America.
• Cyberbullying prevention from child and youth literature.
• Cyberbullying and restorative justice.

Cyberbullying

across the Globe is an essential resource for researchers, graduate students, and other professionals in child and school psychology, public health, social work and counseling, educational policy, and family advocacy.



Raúl Navarro, Ph.D., is a lecturer in the Department of Psychology at the University of Castilla-la Mancha, Spain. He received his Bachelor's Degree in Education and Psychology from the University of Castilla-la Mancha, a Master's Degree in Social Education from the University Pablo Olavide and his Ph.D in Psychology from the University of Castilla-La Mancha. Dr. Navarro's research has focused on relationships among bullying behaviors and gender, aggression and school adjustment, online communication, antecedent factors of cyberbullying, and parental mediation and internet victimization. He has co-authored several book chapters on gender socialization and bullying, and has written articles about cyberbullying, which have been published in international journals. Dr. Navarro has given conferences and seminars with adolescents, teachers and parents about how to deal with bullying. He has been on research stays in Goldsmith College, London, with Peter K. Smith, Ph.D, and at the University of Massachusetts, Boston, with Martha Montero, Ph.D, to analyze bullying behaviors. He is currently teaching courses about social psychology, gender development and psychology values in the Social Education Degree and in the Master of Psychology. 

Santigo Yubero, Ph.D., is the Dean of the Faculty of Education and Humanities at the University of Castilla-La Mancha, Spain. He obtained his Bachelor's Degree and his Doctorate Degree in Psychology from the Complutense University in Madrid. In the last few years, he has been teaching courses about social psychology, social intervention, and intergroup relations in the Social Work and Social Education Degree as a member of the Department of Psychology at the University of Castilla-la Mancha. His research interests include group conflict, workplace aggression, bullying and socialization processes. He has edited several books about social education, intergroup conflict, violence and bullying with Professor Peter K. Smith, Ph.D, at Goldsmith College, London, Professor Anastasio Ovejero, Ph.D, at the University of Valladolid, and Professor Francisco Morales, Ph.D, at the National University of Distance Education. He is also the Deputy Director of the Centre of Studies for the Promotion of Reading and Children's Literature at the University of Castilla-La Mancha. He has given conferences about reading promotion in diverse Latin-American countries like Argentina, Mexico, Colombia or Brazil. Dr. Yubero has worked in a private practice as a counseling psychologist. 

Elisa Larrañaga, Ph.D., is the Dean of the Faculty of Social Work at the University of Castilla-La Mancha, Spain. She obtained her Bachelor's Degree in Psychology at the Complutense University in Madrid, and her Doctorate Degree from the University of Castilla-La Mancha. She has been teaching courses about Developmental Psychology, Psychopathology, and Language Acquisition in the Social Work and Education Degrees as a member of the Department of Psychology at University of Castilla-La Mancha. Her research interests include reading practices, sexism, behavioral problems, gender and cyberbullying. She has edited several books on violence and social exclusion working with Amalio Blanco, Ph.D, at the Complutense University in Madrid. She has co-authored several book chapters on reading promotion, violence and traditional bullying. She collaborates with the Centre of Studies for the Promotion of Reading and Children's Literature at the University of Castilla-La Mancha. She has been working with teachers and parents about promotion of reading as a tool to prevent and intervene in sexist attitudes, violence behavior and resilience. Dr. Larrañaga has also worked in a private practice as a counseling and clinical psychologist focusing on language problems.

Raúl Navarro, Ph.D., is a lecturer in the Department of Psychology at the University of Castilla-la Mancha, Spain. He received his Bachelor’s Degree in Education and Psychology from the University of Castilla-la Mancha, a Master’s Degree in Social Education from the University Pablo Olavide and his Ph.D in Psychology from the University of Castilla-La Mancha. Dr. Navarro’s research has focused on relationships among bullying behaviors and gender, aggression and school adjustment, online communication, antecedent factors of cyberbullying, and parental mediation and internet victimization. He has co-authored several book chapters on gender socialization and bullying, and has written articles about cyberbullying, which have been published in international journals. Dr. Navarro has given conferences and seminars with adolescents, teachers and parents about how to deal with bullying. He has been on research stays in Goldsmith College, London, with Peter K. Smith, Ph.D, and at the University of Massachusetts, Boston, with Martha Montero, Ph.D, to analyze bullying behaviors. He is currently teaching courses about social psychology, gender development and psychology values in the Social Education Degree and in the Master of Psychology. Santigo Yubero, Ph.D., is the Dean of the Faculty of Education and Humanities at the University of Castilla-La Mancha, Spain. He obtained his Bachelor’s Degree and his Doctorate Degree in Psychology from the Complutense University in Madrid. In the last few years, he has been teaching courses about social psychology, social intervention, and intergroup relations in the Social Work and Social Education Degree as a member of the Department of Psychology at the University of Castilla-la Mancha. His research interests include group conflict, workplace aggression, bullying and socialization processes. He has edited several books about social education, intergroup conflict, violence and bullying with Professor Peter K. Smith, Ph.D, at Goldsmith College, London, Professor Anastasio Ovejero, Ph.D, at the University of Valladolid, and Professor Francisco Morales, Ph.D, at the National University of Distance Education. He is also the Deputy Director of the Centre of Studies for the Promotion of Reading and Children’s Literature at the University of Castilla-La Mancha. He has given conferences about reading promotion in diverse Latin-American countries like Argentina, Mexico, Colombia or Brazil. Dr. Yubero has worked in a private practice as a counseling psychologist. Elisa Larrañaga, Ph.D., is the Dean of the Faculty of Social Work at the University of Castilla-La Mancha, Spain. She obtained her Bachelor’s Degree in Psychology at the Complutense University in Madrid, and her Doctorate Degree from the University of Castilla-La Mancha. She has been teaching courses about Developmental Psychology, Psychopathology, and Language Acquisition in the Social Work and Education Degrees as a member of the Department of Psychology at University of Castilla-La Mancha. Her research interests include reading practices, sexism, behavioral problems, gender and cyberbullying. She has edited several books on violence and social exclusion working with Amalio Blanco, Ph.D, at the Complutense University in Madrid. She has co-authored several book chapters on reading promotion, violence and traditional bullying. She collaborates with the Centre of Studies for the Promotion of Reading and Children’s Literature at the University of Castilla-La Mancha. She has been working with teachers and parents about promotion of reading as a tool to prevent and intervene in sexist attitudes, violence behavior and resilience. Dr. Larrañaga has also worked in a private practice as a counseling and clinical psychologist focusing on language problems.

Foreword: An International Perspective on Cyberbullying 5
Acknowledgements 7
Contents 8
About the Editors 10
Contributors 12
Chapter 1:Cyberbullying: Definitions and Facts from a Psychosocial Perspective 14
1.1 The Internet Galaxy and Cyberbullying 15
1.2 Definition of Cyberbullying 17
1.3 Similarities and Differences Between Traditional Bullying and Cyberbullying 18
1.4 Measuring Cyberbullying and Prevalence Rates 20
1.5 Effects of Cyberbullying 21
1.6 The Social Psychology of Cyberbullying 23
1.7 How to Prevent Cyberbullying and Face its Negative Effects 26
1.8 Need for Further Research 30
References 31
Part I: Gender, Family, and Psychosocial Issues 45
Chapter 2: Gender Issues and Cyberbullying in Children and Adolescents: From Gender Differences to Gender Identity Measures 46
2.1 Introduction 46
2.2 Gender Differences in Cyberbullying 47
2.2.1 Is Cyberbullying a Gender-Specific Behavior? 48
2.2.2 What Do We Do Now with Gender? 53
2.3 Cyberbullying and Gender Identity 54
2.3.1 Gender-Typed Personality Traits and Bullying Behaviors 55
2.3.2 The Multidimensional Gender Identity Model and Bullying Behaviors 56
2.3.3 The Role of Gender Identity Dimensions and Gender-Typed Personality Traits in Cyberbullying Victimization and Perpetration Among Spanish Children 58
2.4 Cyberbullying and Sex and Gender Minorities 62
2.4.1 Student’s Perceptions of Cyberbullying Directed to Sexual and Gender Minorities 63
2.4.1.1 The Factors Linked to This Type of Cyberbullying 66
2.4.1.2 Forms That This Type of Cyberbullying Takes 66
2.4.1.3 Cyberbullies’ Motives 67
2.5 Conclusion 67
References 68
Chapter 3: Gender Variables and Cyberbullying in College Students 73
3.1 Introduction 73
3.2 Prevalence of Cyberbullying Among College Students 74
3.3 Same-Sex and Cross-Sex Cyberbullying Among College Students 77
3.4 Consequences of Cyberbullying in College Students 78
3.5 Predictive Factors of Cyberbullying in College Students 79
3.6 Cyberbullying Among College Students from a Qualitative Perspective 81
3.6.1 The Use of the Term “Cyberbullying” 81
3.6.2 Features of the Definition of Cyberbullying 82
3.6.3 Incidence and Differences in Comparison to Other Stages of Education 82
3.6.4 Features of Students Involved in Cyberbullying 83
3.6.5 Consequences of Cyberbullying 83
3.7 Conclusion 84
References 84
Chapter 4: Gender Differences and Cyberbullying Towards Faculty Members in Higher Education 88
4.1 Introduction 88
4.2 Literature Review 90
4.2.1 Cyberbullying Correlates 90
4.2.2 Cyberbullying in Higher Education 91
4.2.3 Academic Entitlement, Incivility, and Harassment in Higher Education 92
4.3 Methods 93
4.4 Results 94
4.4.1 Respondents’ Profile 94
4.4.2 Faculty Members’ Experiences with Cyberbullying 95
4.4.3 Opinions About Cyberbullying at University 98
4.4.4 Opinions About University Policies 99
4.4.5 Opinions About Solutions to Cyberbullying at University 101
4.5 Discussion and Conclusion 102
4.5.1 Gender Differences 102
4.5.2 Power Imbalances 103
References 104
Chapter 5: Family Relationships and Cyberbullying 108
5.1 Family Functioning, Bullying, and Cyberbullying 108
5.1.1 Family Climate 111
5.1.2 Parent–Children Communication 111
5.2 Parental Styles and Cyberbullying 113
5.3 Parental Monitoring of Internet Use and CB Prevention 115
5.3.1 Parental Monitoring of Internet Use or Family Communication? 117
5.4 Preventing CB in the Family: The Importance of Family Communication 117
References 119
Part II: Global Research 124
Chapter 6: Cyberbullying Matters: Examining the Incremental Impact of Cyberbullying On Outcomes Over and Above Traditional Bullying in North America 125
6.1 Defining Bullying 126
6.2 Prevalence of Bullying 127
6.3 Consequences of Bullying 128
6.4 Overlap of Traditional Bullying and Cyberbullying 130
6.4.1 Method 131
6.4.1.1 Participants 131
6.4.1.2 Materials 131
6.4.1.3 Procedure 132
6.4.1.4 Analysis 132
6.4.2 Results 132
6.4.3 Discussion 133
6.5 Conclusion 135
References 135
Chapter 7: Cyberbullying and Education: A Review of Emergent Issues in Latin America Research 139
7.1 Improper Use of the Internet: A Poorly Understood Problem 139
7.2 Cyberbullying: Concept and Paradigmatic Perspectives 141
7.2.1 Cyberbullying and the Risk Society 142
7.3 Overview of Emergent Issues in Latin American Research 144
7.3.1 Cyberbullying Research 145
7.3.2 Cyberbullying As a Crime: From the Clinical Focus to the Legal Approach 147
7.3.3 Cyberbullying Prevention: Some Citizen Initiatives 150
7.4 Conclusion 151
References 153
Chapter 8: Cyberbullying in Eastern Countries: Focusing on South Korea and Other Eastern Cultures 156
8.1 Introduction 156
8.2 Definition of Bullying and Cyberbullying 157
8.3 Types of Cyberbullying 158
8.4 Incidence of Cyberbullying 158
8.4.1 Doing Cyberbullying 159
8.4.2 Receiving Cyberbullying 161
8.4.3 Sex Differences 163
8.5 Awareness of Cyberbullies 164
8.6 Motivations for Cyberbullying 165
8.7 Responses After ?Being a Cybervictim or Witnessing Cybervictimization 165
8.8 Effective Coping Strategies 166
8.9 Related Variables 167
8.9.1 Psychological Variables 167
8.9.2 Social Variables (Parents/Schools) 167
8.10 Relationships Between Traditional Bullying and Cyberbullying 168
8.11 Perspectives to Cyberbullying 169
8.12 Prevention and Intervention 170
8.13 Conclusion 172
References 172
BookmarkLevel: 3BookmarkPageNumber: 156BookmarkBeginBookmarkTitle: Chapter 9: Cyberbullying Research in Belgium: An Overview of Generated Insights and a Critical Assessment of the Mediation of Technology in a Web 2.0 WorldBookmarkLevel: 2BookmarkPageNumber: 175BookmarkBeginBookmarkTitle: 9.1 IntroductionBookmarkLevel: 3BookmarkPageNumber: 175BookmarkBeginBookmarkTitle: 9.2 Prevalence of Cyberbullying in BelgiumBookmarkLevel: 3BookmarkPageNumber: 177BookmarkBeginBookmarkTitle: 9.3 Why Do Some Youngsters Get Involved and Others Do Not?BookmarkLevel: 3BookmarkPageNumber: 181BookmarkBeginBookmarkTitle: 9.3.1 Risk Factors for Online VictimizationBookmarkLevel: 4BookmarkPageNumber: 181BookmarkBeginBookmarkTitle: 9.3.2 Risk Factors for Online PerpetrationBookmarkLevel: 4BookmarkPageNumber: 183BookmarkBeginBookmarkTitle: 9.4 Issues and Concerns on the Mediation of Technology in CyberbullyingBookmarkLevel: 3BookmarkPageNumber: 185BookmarkBeginBookmarkTitle: 9.4.1 Online AnonymityBookmarkLevel: 4BookmarkPageNumber: 186BookmarkBeginBookmarkTitle: 9.4.2 Escaping Adult SupervisionBookmarkLevel: 4BookmarkPageNumber: 188BookmarkBeginBookmarkTitle: 9.4.3 Cockpit EffectBookmarkLevel: 4BookmarkPageNumber: 190BookmarkBeginBookmarkTitle: 9.4.4 Infinite Audiences: Shareability and ReproducibilityBookmarkLevel: 4BookmarkPageNumber: 191BookmarkBeginBookmarkTitle: 9.4.5 24/7 AttainabilityBookmarkLevel: 4BookmarkPageNumber: 192BookmarkBeginBookmarkTitle: 9.5 ConclusionBookmarkLevel: 3BookmarkPageNumber: 193BookmarkBeginBookmarkTitle: ReferencesBookmarkLevel: 3BookmarkPageNumber: 194BookmarkBeginBookmarkTitle: Chapter 10: Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its SolutionBookmarkLevel: 2BookmarkPageNumber: 198BookmarkBeginBookmarkTitle: 10.1 IntroductionBookmarkLevel: 3BookmarkPageNumber: 198BookmarkBeginBookmarkTitle: 10.1.1 Cyberbullying DefinitionBookmarkLevel: 4BookmarkPageNumber: 199BookmarkBeginBookmarkTitle: 10.1.2 Cyberbullying and Traditional Bullying as an Overlapping or Divergent PhenomenonBookmarkLevel: 4BookmarkPageNumber: 200BookmarkBeginBookmarkTitle: 10.1.3 Prevention and Intervention EffortsBookmarkLevel: 4BookmarkPageNumber: 201BookmarkBeginBookmarkTitle: 10.1.4 Aims of the Present StudyBookmarkLevel: 4BookmarkPageNumber: 202BookmarkBeginBookmarkTitle: 10.2 MethodBookmarkLevel: 3BookmarkPageNumber: 202BookmarkBeginBookmarkTitle: 10.2.1 DesignBookmarkLevel: 4BookmarkPageNumber: 202BookmarkBeginBookmarkTitle: 10.2.2 ParticipantsBookmarkLevel: 4BookmarkPageNumber: 202BookmarkBeginBookmarkTitle: 10.2.3 Data Collection ProcedureBookmarkLevel: 4BookmarkPageNumber: 203BookmarkBeginBookmarkTitle: 10.2.4 Focus Group QuestionsBookmarkLevel: 4BookmarkPageNumber: 203BookmarkBeginBookmarkTitle: 10.2.5 Analytical ProcessBookmarkLevel: 4BookmarkPageNumber: 204BookmarkBeginBookmarkTitle: 10.2.6 Elements to Judge the Accuracy of the ResearchBookmarkLevel: 4BookmarkPageNumber: 204BookmarkBeginBookmarkTitle: 10.2.6.1 Credibility (Internal Validity)BookmarkLevel: 5BookmarkPageNumber: 204BookmarkBeginBookmarkTitle: 10.2.6.2 Transferability (External Validity)BookmarkLevel: 5BookmarkPageNumber: 204BookmarkBeginBookmarkTitle: 10.2.6.3 Dependability and Confirmability (Replicability and External Reliability)BookmarkLevel: 5BookmarkPageNumber: 205BookmarkBeginBookmarkTitle: 10.3 ResultsBookmarkLevel: 3BookmarkPageNumber: 205BookmarkBeginBookmarkTitle: 10.3.1 Definitions and Views of CyberbullyingBookmarkLevel: 4BookmarkPageNumber: 205BookmarkBeginBookmarkTitle: 10.3.1.1 Characteristics of Cyberbullying and Differences with Traditional School BullyingBookmarkLevel: 5BookmarkPageNumber: 206BookmarkBeginBookmarkTitle: 10.3.1.2 Reasons for CyberbullyingBookmarkLevel: 5BookmarkPageNumber: 209BookmarkBeginBookmarkTitle: 10.3.1.3 Concern About CyberbullyingBookmarkLevel: 5BookmarkPageNumber: 209BookmarkBeginBookmarkTitle: 10.3.2 Intervention StrategiesBookmarkLevel: 4BookmarkPageNumber: 211BookmarkBeginBookmarkTitle: 10.3.2.1 Coping StrategiesBookmarkLevel: 5BookmarkPageNumber: 211BookmarkBeginBookmarkTitle: 10.3.2.2 Telling AdultsBookmarkLevel: 5BookmarkPageNumber: 212BookmarkBeginBookmarkTitle: 10.3.2.3 Parental Mediation and Family CommunicationBookmarkLevel: 5BookmarkPageNumber: 214BookmarkBeginBookmarkTitle: 10.4 Discussion and Implications for PracticeBookmarkLevel: 3BookmarkPageNumber: 215BookmarkBeginBookmarkTitle: 10.5 ConclusionsBookmarkLevel: 3BookmarkPageNumber: 220BookmarkBeginBookmarkTitle: ReferencesBookmarkLevel: 3BookmarkPageNumber: 220BookmarkBeginBookmarkTitle: Part III: Prevention and InterventionBookmarkLevel: 1BookmarkPageNumber: 224BookmarkBeginBookmarkTitle: Chapter 11: Intervention and Prevention Programmes on Cyberbullying: A ReviewBookmarkLevel: 2BookmarkPageNumber: 225BookmarkBeginBookmarkTitle: 11.1 IntroductionBookmarkLevel: 3BookmarkPageNumber: 225BookmarkBeginBookmarkTitle: 11.2 Thinking Back … and Looking ForwardBookmarkLevel: 3BookmarkPageNumber: 225BookmarkBeginBookmarkTitle: 11.3 Reviewing and Evaluating Programmes: What Should Be Considered?BookmarkLevel: 3BookmarkPageNumber: 227BookmarkBeginBookmarkTitle: 11.4 Reviewing and Evaluating Programmes: Useful BenchmarksBookmarkLevel: 3BookmarkPageNumber: 229BookmarkBeginBookmarkTitle: 11.5 Prevention and Intervention Approaches—What’s Available?BookmarkLevel: 3BookmarkPageNumber: 231BookmarkBeginBookmarkTitle: 11.6 CyberTrainingBookmarkLevel: 3BookmarkPageNumber: 231BookmarkBeginBookmarkTitle: 11.7 CyberTraining for Parents (CT4P)BookmarkLevel: 3BookmarkPageNumber: 232BookmarkBeginBookmarkTitle: 11.8 COST Action IS0801BookmarkLevel: 3BookmarkPageNumber: 233BookmarkBeginBookmarkTitle: 11.9 Prevention and Intervention: Newly Emerging WorkBookmarkLevel: 3BookmarkPageNumber: 234BookmarkBeginBookmarkTitle: 11.10 The FearNot! ProgrammeBookmarkLevel: 3BookmarkPageNumber: 235BookmarkBeginBookmarkTitle: 11.11 A “Serious Game” ApproachBookmarkLevel: 3BookmarkPageNumber: 236BookmarkBeginBookmarkTitle: 11.12 A Web-based ApproachBookmarkLevel: 3BookmarkPageNumber: 237BookmarkBeginBookmarkTitle: 11.13 “Let’s Not Fall into the Trap” ProgrammeBookmarkLevel: 3BookmarkPageNumber: 238BookmarkBeginBookmarkTitle: 11.14 Moving Forward—Some ThoughtsBookmarkLevel: 3BookmarkPageNumber: 239BookmarkBeginBookmarkTitle: ReferencesBookmarkLevel: 3BookmarkPageNumber: 240BookmarkBeginBookmarkTitle: Chapter 12: Cyberbullying and Restorative JusticeBookmarkLevel: 2BookmarkPageNumber: 243BookmarkBeginBookmarkTitle: 12.1 IntroductionBookmarkLevel: 3BookmarkPageNumber: 243BookmarkBeginBookmarkTitle: 12.2 Part 1: What Is Cyberbullying?BookmarkLevel: 3BookmarkPageNumber: 244BookmarkBeginBookmarkTitle: 12.3 Part 2: Responses to CyberbullyingBookmarkLevel: 3BookmarkPageNumber: 245BookmarkBeginBookmarkTitle: 12.4 Part 3: Restorative JusticeBookmarkLevel: 3BookmarkPageNumber: 249BookmarkBeginBookmarkTitle: 12.5 Part 4: Restorative Practices and CyberbullyingBookmarkLevel: 3BookmarkPageNumber: 252BookmarkBeginBookmarkTitle: 12.5.1 Wright County, MNBookmarkLevel: 4BookmarkPageNumber: 254BookmarkBeginBookmarkTitle: 12.5.2 Kawartha Pine Ridge District School Board, Peterborough, ONBookmarkLevel: 4BookmarkPageNumber: 255BookmarkBeginBookmarkTitle: 12.5.2.1 Cost AnalysisBookmarkLevel: 5BookmarkPageNumber: 256BookmarkBeginBookmarkTitle: 12.6 ConclusionBookmarkLevel: 3BookmarkPageNumber: 258BookmarkBeginBookmarkTitle: ReferencesBookmarkLevel: 3BookmarkPageNumber: 258BookmarkBeginBookmarkTitle: Chapter 13: Reading and Texts: Cyberbullying Prevention from Child and Youth LiteratureBookmarkLevel: 2BookmarkPageNumber: 262BookmarkBeginBookmarkTitle: 13.1 Literature As a Socio-educational ToolBookmarkLevel: 3BookmarkPageNumber: 262BookmarkBeginBookmarkTitle: 13.2 Dealing with Bullying and Cyberbullying in Children’s and Young People’s LiteratureBookmarkLevel: 3BookmarkPageNumber: 265BookmarkBeginBookmarkTitle: 13.3 Main Sensitization and Intervention StrategiesBookmarkLevel: 3BookmarkPageNumber: 270BookmarkBeginBookmarkTitle: 13.3.1 Selecting the BooksBookmarkLevel: 4BookmarkPageNumber: 270BookmarkBeginBookmarkTitle: 13.3.2 The Educator’s RoleBookmarkLevel: 4BookmarkPageNumber: 271BookmarkBeginBookmarkTitle: 13.3.3 Main Strategies and ActivitiesBookmarkLevel: 4BookmarkPageNumber: 272BookmarkBeginBookmarkTitle: 13.4 OutcomeBookmarkLevel: 3BookmarkPageNumber: 275BookmarkBeginBookmarkTitle: 13.5 Final ReflectionBookmarkLevel: 3BookmarkPageNumber: 276BookmarkBeginBookmarkTitle: ReferencesBookmarkLevel: 3BookmarkPageNumber: 276BookmarkBeginBookmarkTitle: ErratumBookmarkLevel: 1BookmarkPageNumber: 281BookmarkBeginBookmarkTitle: IndexBookmarkLevel: 1BookmarkPageNumber: 282PageMediaBeginPageMediaNumber: 1PageMediaRotation: 0PageMediaRect: 0 0 439.44 666.24PageMediaDimensions: 439.44 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Chapter 9: Cyberbullying Research in Belgium: An Overview of Generated Insights and a Critical Assessment of the Mediation of Technology in a Web 2.0 World 175
9.1 Introduction 175
9.2 Prevalence of Cyberbullying in Belgium 177
9.3 Why Do Some Youngsters Get Involved and Others Do Not? 181
9.3.1 Risk Factors for Online Victimization 181
9.3.2 Risk Factors for Online Perpetration 183
9.4 Issues and Concerns on the Mediation of Technology in Cyberbullying 185
9.4.1 Online Anonymity 186
9.4.2 Escaping Adult Supervision 188
9.4.3 Cockpit Effect 190
9.4.4 Infinite Audiences: Shareability and Reproducibility 191
9.4.5 24/7 Attainability 192
9.5 Conclusion 193
References 194
Chapter 10: Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution 198
10.1 Introduction 198
10.1.1 Cyberbullying Definition 199
10.1.2 Cyberbullying and Traditional Bullying as an Overlapping or Divergent Phenomenon 200
10.1.3 Prevention and Intervention Efforts 201
10.1.4 Aims of the Present Study 202
10.2 Method 202
10.2.1 Design 202
10.2.2 Participants 202
10.2.3 Data Collection Procedure 203
10.2.4 Focus Group Questions 203
10.2.5 Analytical Process 204
10.2.6 Elements to Judge the Accuracy of the Research 204
10.2.6.1 Credibility (Internal Validity) 204
10.2.6.2 Transferability (External Validity) 204
10.2.6.3 Dependability and Confirmability (Replicability and External Reliability) 205
10.3 Results 205
10.3.1 Definitions and Views of Cyberbullying 205
10.3.1.1 Characteristics of Cyberbullying and Differences with Traditional School Bullying 206
10.3.1.2 Reasons for Cyberbullying 209
10.3.1.3 Concern About Cyberbullying 209
10.3.2 Intervention Strategies 211
10.3.2.1 Coping Strategies 211
10.3.2.2 Telling Adults 212
10.3.2.3 Parental Mediation and Family Communication 214
10.4 Discussion and Implications for Practice 215
10.5 Conclusions 220
References 220
Part III: Prevention and Intervention 224
Chapter 11: Intervention and Prevention Programmes on Cyberbullying: A Review 225
11.1 Introduction 225
11.2 Thinking Back … and Looking Forward 225
11.3 Reviewing and Evaluating Programmes: What Should Be Considered? 227
11.4 Reviewing and Evaluating Programmes: Useful Benchmarks 229
11.5 Prevention and Intervention Approaches—What’s Available? 231
11.6 CyberTraining 231
11.7 CyberTraining for Parents (CT4P) 232
11.8 COST Action IS0801 233
11.9 Prevention and Intervention: Newly Emerging Work 234
11.10 The FearNot! Programme 235
11.11 A “Serious Game” Approach 236
11.12 A Web-based Approach 237
11.13 “Let’s Not Fall into the Trap” Programme 238
11.14 Moving Forward—Some Thoughts 239
References 240
Chapter 12: Cyberbullying and Restorative Justice 243
12.1 Introduction 243
12.2 Part 1: What Is Cyberbullying? 244
12.3 Part 2: Responses to Cyberbullying 245
12.4 Part 3: Restorative Justice 249
12.5 Part 4: Restorative Practices and Cyberbullying 252
12.5.1 Wright County, MN 254
12.5.2 Kawartha Pine Ridge District School Board, Peterborough, ON 255
12.5.2.1 Cost Analysis 256
12.6 Conclusion 258
References 258
Chapter 13: Reading and Texts: Cyberbullying Prevention from Child and Youth Literature 262
13.1 Literature As a Socio-educational Tool 262
13.2 Dealing with Bullying and Cyberbullying in Children’s and Young People’s Literature 265
13.3 Main Sensitization and Intervention Strategies 270
13.3.1 Selecting the Books 270
13.3.2 The Educator’s Role 271
13.3.3 Main Strategies and Activities 272
13.4 Outcome 275
13.5 Final Reflection 276
References 276
Erratum 281
Index 282

Erscheint lt. Verlag 24.11.2015
Zusatzinfo XIV, 281 p.
Verlagsort Cham
Sprache englisch
Themenwelt Geisteswissenschaften
Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
Sozialwissenschaften ► Pädagogik ► Sozialpädagogik
Schlagworte Age differences in bullying behaviors • Anti-bullying policies • Bullying prevention methods • Children’s experiences with bullying behaviors • Consequences of cyberbullying • Current research on cyberbullying • Cyberbullying intervention • Cyberbullying prevention • Electronic bullying • Family and cyberbullying • Gender issues and cyberbullying • Internet use and bullying • Online risks for bullying • Parenting strategies and cyberbullying • Protective factors for cyberbullying • Qualitative research on cyberbullying • Restorative justice and cyberbullying • Role of family in bullying behaviors • Social media and bullying • Student perspectives on cyberbullying
ISBN-10 3-319-25552-5 / 3319255525
ISBN-13 978-3-319-25552-1 / 9783319255521
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